those close to, or finished reading up to chapter 15 may continue working independently towards the back of the room on 1) Reading up to Ch15. 2) Completing Reading Guide chapter 6-15 and 3)working ahead on W.W. homework.
Students who are not that far along and would like to continue reading along with the tape, may come to the front of the room and read with the recording (Begin with chapter 10, I think)
HW:
Make sure you’ve read up to chapter 15 by Tuesday
Pages 440-45 due Wednesday
Prepare for U2P3 Posttest on Thursday (no school Friday)
Field Trip forms due one week from today!!!
Tuesday, 10/9/12 Mrs. Tolin—out during 1st and 7th period due to DAT Meeting Learning Target: “I will…”
Respond to literal and inferential questions referring to new learning text (Crash)
Collaborate with peers to (do one of the following, depending on which group they’re assigned to:)
Identify and discuss Gender Issues as seen in society today and from examples in the book. What are “gender roles” and how can that shape a person’s expectation of themselves and others?
Compare and contrast similarities and differences of two major characters in Crash, using symbolism and written character traits to visual depict them as well.
Use personal experience and examples from the book to define, “What is a bully? What makes a bully?”
Connect to the text by reflecting on two of the issues discussed in Crash (thrift store shopping and male cheerleaders). I will compile my thoughts and opinions in a written expression.
Procedure:
Copy HW in agenda
What is/are today’s objective(s)?
Break students into 4 groups dependent on how far along they are in completing their Reading Gd for Chapters 6-15 (Go around & check their Rdg Guides then hand them an assignment with a Group # listed on top)
Group 1: (Students who have their Rdg Gd completely done already) will receive a handout that instructs:
Go through the questions on Rdg Gd sheet & briefly discuss which ones you had the most concern/weren’t sure about.
As a group, discuss and create a list of “Gender Roles” associated with both males and females (separately) in today’s society. Next, refer to page 47 in our book when Mrs. Coogan mentions this for the first time. Make a list of “gender role issues” seen in the book.
When finished, create a 10-question (minimum) multiple choice review quiz over Chapters 1-15. Provide 4 possible answers (letters A-D) and create an answer key with it as well. If your group chooses, we may use this as Bellwork one day next week to review our book thus far, and your group may lead the discussion/review. J
Group 2: (Students who have more than half of theirs done) will receive a handout that instructs:
As a group, finish your Rdg Gd—remember what we’ve discussed as being the difference between “cheating” and “collaborating”. If you didn’t’ read—or didn’t read well enough—to contribute to any of your group’s discussion, then you shouldn’t be in this group.
As a group, create a Venn diagram or a T-chart depicting similarities and differences between Penn Webb and Crash Coogan. Consider their physical appearance, personality traits, likes, dislikes, beliefs, etc.
Once you’ve perfected your Venn diagram or T-chart, make a final copy “poster” on construction paper. One member of your group should be the recorder (do the writing), and others should create (draw/write/cut & paste) words or symbols to represent each character and add it to the poster. Quotes taken from the book may also be added to represent each character.
Group 3: (Students who have started but have less than half complete) will receive a handout that instructs:
As a group, compile your thoughts & answers to the Rdg Gd questions for Chpts 6-15. Remember the difference between “cheating” and “collaborating” and make sure no one in your group is cheating!
Assign a group “Recorder” to record your group’s notes and discussion points to be turned in to the teacher. Other group member should record their own thoughts on their paper to keep for reference later.
As a group, discuss your opinions about the following: What makes a bully?
Next, discuss examples of bullying you see being portrayed in our book so far.
Discuss examples of bullying you’ve seen in your own lives (you don’t need to use specific names). Jot down some of your group’s discussion points.)
Lastly, as a group, create 1-2 posters (depending on how much time you have) to promote an Anti-Bullying classroom. Add a slogan and images. Be prepared for this to be displayed in the classroom. You may use construction paper and art supplies, or the computer, AFTER you’ve compiled a “rough draft” on the paper provided.
Group 4: (Students who haven’t started their Rdg Gds yet) will receive a handout that instructs:
If you haven’t done so already, finish reading up to Chapter 15 in Crash. When you’re finished, move on to #2…
As a group, compile your thoughts and answers to the Rdg Gd Qs for Chpts 6-15. Remember the difference between “cheating” and “collaborating” and make sure no one in your group is cheating! When everyone is complete, move on to #3…
Respond to the following prompt and add it to your Prediction/Reflection log kept in class. Staple it to the last page. If you still have extra time, add to your pictures/captions for each chapter in your log as well.
Reflection Log questions:
Would you wear something from a Thrift Shop? Why or why not? Why do you think people wouldn’t want to wear items from a Thrift Shop?
Is it appropriate for a boy to try out for cheerleading, in your opinion? Why or why not? How do you think Nordonia Middle School students would react to a boy trying out for the cheerleading squad? Explain.
HW:
Pages 440-45 due tomorrow
Prepare for U2P3 Posttest on Thursday (no school Friday)
Field Trip forms due Mon. 10/15
Wednesday, 10/10/12 Learning Target: “I will …”
Check my understanding of U2P3 vocabulary words
Collaborate with peers to (do one of the following, depending on which group they’re assigned to:)
Identify and discuss Gender Issues as seen in society today and from examples in the book. What are “gender roles” and how can that shape a person’s expectation of themselves and others?
Compare and contrast similarities and differences of two major characters in Crash, using symbolism and written character traits to visual depict them as well.
Use personal experience and examples from the book to define, “What is a bully? What makes a bully?”
Connect to the text by reflecting on two of the issues discussed in Crash (thrift store shopping and male cheerleaders). I will compile my thoughts and opinions in a written expression.
Procedure:
Copy HW in agenda
What is/are today’s objective(s)?
Check HW completion: pages 40-45 in Word Wisdom
Correct answers together as a class
Allow students to break back into their groups from yesterday. Any groups who completed all of their objectives yesterday may choose what to work on today (something new):
Anti-bully posters
Compare/Contrast Character Posters
Add to their Reflection/Prediction log
Create a 10-question multiple choice (review) quiz
HW:
Prepare for tomorrow’s U2P3 posttest tomorrow
Field Trip forms due 10/15.
Thursday, 10/11/12 Learning Target: “I will…”
Demonstrate mastery in U2P3 vocabulary words
Procedure:
Copy HW in agenda
What is/are today’s objective(s)?
Take U2P3 posttest
Pick-up reading with the tape at Chapter 15-
Continue to take annotated notes while reading
HW:
If left unfinished during class today, read up to Chapter 22 by Monday.
Field Trip forms due Monday!!!!
I sent students home with a green ½ sheet of paper reminding them, if they still hadn’t returned their forms or money by today.
Friday, 10/12/12 NEOEA Day—No school for students. Teacher In-service Day
Week of October 8-12
Monday, 10/8/12
Learning Target:
“I will…”
- assess my current knowledge of U2P3 words
Procedure:- Copy HW in agenda
- What is/are today’s objective(s)?
- Discuss how Friday went with the substitute
- Take U2P3 Pretest
- Break into groups:
- those close to, or finished reading up to chapter 15 may continue working independently towards the back of the room on 1) Reading up to Ch15. 2) Completing Reading Guide chapter 6-15 and 3)working ahead on W.W. homework.
- Students who are not that far along and would like to continue reading along with the tape, may come to the front of the room and read with the recording (Begin with chapter 10, I think)
HW:Tuesday, 10/9/12 Mrs. Tolin—out during 1st and 7th period due to DAT Meeting
Learning Target:
“I will…”
- Respond to literal and inferential questions referring to new learning text (Crash)
- Collaborate with peers to (do one of the following, depending on which group they’re assigned to:)
- Identify and discuss Gender Issues as seen in society today and from examples in the book. What are “gender roles” and how can that shape a person’s expectation of themselves and others?
- Compare and contrast similarities and differences of two major characters in Crash, using symbolism and written character traits to visual depict them as well.
- Use personal experience and examples from the book to define, “What is a bully? What makes a bully?”
- Connect to the text by reflecting on two of the issues discussed in Crash (thrift store shopping and male cheerleaders). I will compile my thoughts and opinions in a written expression.
Procedure:- Copy HW in agenda
- What is/are today’s objective(s)?
- Break students into 4 groups dependent on how far along they are in completing their Reading Gd for Chapters 6-15 (Go around & check their Rdg Guides then hand them an assignment with a Group # listed on top)
Group 1: (Students who have their Rdg Gd completely done already) will receive a handout that instructs:- Go through the questions on Rdg Gd sheet & briefly discuss which ones you had the most concern/weren’t sure about.
- As a group, discuss and create a list of “Gender Roles” associated with both males and females (separately) in today’s society. Next, refer to page 47 in our book when Mrs. Coogan mentions this for the first time. Make a list of “gender role issues” seen in the book.
- When finished, create a 10-question (minimum) multiple choice review quiz over Chapters 1-15. Provide 4 possible answers (letters A-D) and create an answer key with it as well. If your group chooses, we may use this as Bellwork one day next week to review our book thus far, and your group may lead the discussion/review. J
Group 2: (Students who have more than half of theirs done) will receive a handout that instructs:- As a group, finish your Rdg Gd—remember what we’ve discussed as being the difference between “cheating” and “collaborating”. If you didn’t’ read—or didn’t read well enough—to contribute to any of your group’s discussion, then you shouldn’t be in this group.
- As a group, create a Venn diagram or a T-chart depicting similarities and differences between Penn Webb and Crash Coogan. Consider their physical appearance, personality traits, likes, dislikes, beliefs, etc.
- Once you’ve perfected your Venn diagram or T-chart, make a final copy “poster” on construction paper. One member of your group should be the recorder (do the writing), and others should create (draw/write/cut & paste) words or symbols to represent each character and add it to the poster. Quotes taken from the book may also be added to represent each character.
Group 3: (Students who have started but have less than half complete) will receive a handout that instructs:- As a group, compile your thoughts & answers to the Rdg Gd questions for Chpts 6-15. Remember the difference between “cheating” and “collaborating” and make sure no one in your group is cheating!
- Assign a group “Recorder” to record your group’s notes and discussion points to be turned in to the teacher. Other group member should record their own thoughts on their paper to keep for reference later.
- As a group, discuss your opinions about the following: What makes a bully?
- Next, discuss examples of bullying you see being portrayed in our book so far.
- Discuss examples of bullying you’ve seen in your own lives (you don’t need to use specific names). Jot down some of your group’s discussion points.)
- Lastly, as a group, create 1-2 posters (depending on how much time you have) to promote an Anti-Bullying classroom. Add a slogan and images. Be prepared for this to be displayed in the classroom. You may use construction paper and art supplies, or the computer, AFTER you’ve compiled a “rough draft” on the paper provided.
Group 4: (Students who haven’t started their Rdg Gds yet) will receive a handout that instructs:- If you haven’t done so already, finish reading up to Chapter 15 in Crash. When you’re finished, move on to #2…
- As a group, compile your thoughts and answers to the Rdg Gd Qs for Chpts 6-15. Remember the difference between “cheating” and “collaborating” and make sure no one in your group is cheating! When everyone is complete, move on to #3…
- Respond to the following prompt and add it to your Prediction/Reflection log kept in class. Staple it to the last page. If you still have extra time, add to your pictures/captions for each chapter in your log as well.
- Reflection Log questions:
- Would you wear something from a Thrift Shop? Why or why not? Why do you think people wouldn’t want to wear items from a Thrift Shop?
- Is it appropriate for a boy to try out for cheerleading, in your opinion? Why or why not? How do you think Nordonia Middle School students would react to a boy trying out for the cheerleading squad? Explain.
HW:Wednesday, 10/10/12
Learning Target:
“I will …”
- Check my understanding of U2P3 vocabulary words
- Collaborate with peers to (do one of the following, depending on which group they’re assigned to:)
- Identify and discuss Gender Issues as seen in society today and from examples in the book. What are “gender roles” and how can that shape a person’s expectation of themselves and others?
- Compare and contrast similarities and differences of two major characters in Crash, using symbolism and written character traits to visual depict them as well.
- Use personal experience and examples from the book to define, “What is a bully? What makes a bully?”
- Connect to the text by reflecting on two of the issues discussed in Crash (thrift store shopping and male cheerleaders). I will compile my thoughts and opinions in a written expression.
Procedure:- Copy HW in agenda
- What is/are today’s objective(s)?
- Check HW completion: pages 40-45 in Word Wisdom
- Correct answers together as a class
- Allow students to break back into their groups from yesterday. Any groups who completed all of their objectives yesterday may choose what to work on today (something new):
- Anti-bully posters
- Compare/Contrast Character Posters
- Add to their Reflection/Prediction log
- Create a 10-question multiple choice (review) quiz
HW:Thursday, 10/11/12
Learning Target:
“I will…”
- Demonstrate mastery in U2P3 vocabulary words
Procedure:- Copy HW in agenda
- What is/are today’s objective(s)?
- Take U2P3 posttest
- Pick-up reading with the tape at Chapter 15-
- Continue to take annotated notes while reading
HW:Friday, 10/12/12
NEOEA Day—No school for students.
Teacher In-service Day
Next Week: